ACADEMIC PERFORMANCE PRESENT LEVELS OF FUNCTIONAL PERFORMANCE

ACADEMIC PERFORMANCE PRESENT LEVELS OF FUNCTIONAL PERFORMANCE

STRENGTHS OF THE STUDENT

Bianca has shown on or above grade level performance for CCSS in: Various grade-level science concepts, scientific method, mathematical principles and operations, vocabulary development, handwriting. She reads extensive non-fiction literature.

Bianca shows great attention to detail. She shows strength in making logical decisions. She is a visual learner. Bianca shows deep interest in her topics of choice. She is beginning to attend to peer social behavior around her during unstructured activities.

EDUCATIONAL INPUT FROM

PARENTS, INCLUDING CONCERNS

Mr. & Mrs. Henderson report difficulties in getting Bianca to complete her homework. In addition, they are concerned about her frustration with reading required course fiction.

Parents report that there is no adherence to self care routines without significant prompting. Bianca has few relationships outside her parents. She does not actively participate in extracurricular activities. Her leisure skills are limited. She has frequent episodes of yelling and flailing her arms at home and also bites her own arm.

RESULTS AND EXPLANATION OF CURRENT DATA, INCLUDING MOST

RECENT EVALUATION

State Literacy Assessment: Passed with Accommodation State Mathematics Assessment: Passed with Accommodation District Standardized Assessment of Skills: Not Passed with Accommodation Daily Data Collection on Goals & Objectives from Current IEP: Raw data and graphic analysis indicate Progress or Mastery in all area

Daily Data Collection on Goals & Objectives from Current IEP: Raw data and graphic analysis indicate Progress or Mastery in all area Functional Behavior Assessment: Conducted for self- injurious arm biting (sensory and escape/avoidance- maintained); Conducted for “Yelling and Arm Flailing” behavior (escape/avoidance-maintained)

NEEDS OF THE STUDENT

Bianca needs support in the areas of: reading comprehension, math story problems, written expression, and listening comprehension. She is very resistant to changes in topic or routine.

Bianca has difficulty initiating and maintaining peer interactions. Other areas of need include: Conversation and complex instructions, Social language, Body language. She does not independently interpret unwritten rules or social routines that are more subtle. Self care routines both at home and at school are

lacking. Bianca does not demonstrate long term goal- setting and planning. She engages in self-injurious arm biting behavior. A typical response to less preferred activities, changes in routine, and/or more complex instructions is yelling and arm flailing behavior.

ACCOMMODATIO NS &

MODIFICATIONS CURRENTLY PROVIDED

Accommodations:

o Seating in the front of the classroom o Receiving written study guides o Daily communication between parent and

teacher o Incorporation of visual components into

lessons and instructional activities o Extended time for taking tests or

completing assignments o Comprehension sections read aloud

during assessments and exams

Modifications:

o Reduced the number of questions on homework

Accommodations:

• Visual or written daily schedules

• Allow extra time for a student to respond to directions

• Model tasks

• Provide social skills support and instruction

Modifications:

• None

Adapted from Oregon Department of Education (2015). PLAAFP writing template. Retrieved from: http://www.ode.state.or.us/search/page/?id=1163


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